Browsing by Author "Anderson, E."

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    Comparing Flow Regime, Channel Hydraulics and Biological Communities to Infer Flow-Ecology Relationships in the Mara River of Kenya and Tanzania
    (2014) McClain, Michael E.; Subalusky, Amanda L.; Anderson, E.; Dessu, Shimelis B.; Melesse, Assefa M.; Ndomba, Preksedis M.; Mtamba, Joseph O. D.; Tamatamah, Rashid A.; Mligo, Cosmas
    Equatorial rivers of East Africa exhibit unusually complex seasonal and inter-annual flow regimes, and aquatic and adjacent terrestrial organisms have adapted to cope with this flow variability. This study examined the annual flow regime over the past 40 years for three gauging stations on the Mara River in Kenya and Tanzania, which is of international importance because it is the only perennial river traversing the MaraSerengeti ecoregion. Select environmental flow components were quantified and converted to ecologically relevant hydraulic variables. Vegetation, macroinvertebrates, and fish were collected and identified at target study sites during low and high flows. The results were compared with available knowledge of the life histories and flow sensitivities of the riverine communities to infer flow–ecology relationships. Management implications are discussed, including the need to preserve a dynamic environmental flow regime to protect ecosystems in the region. The results for the Mara may serve as a useful model for river basins of the wider equatorial East Africa region.
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    Students’ Expectations of and Motivations for Studying Comparative Education: A comparative Study across Nine Countries in North America, Europe, Asia, Africa and Latin America
    (2011-08) Wolhuter, C. C.; O’Sullivan, M.; Anderson, E.; Wood, L.; Karras, K. G.; Mihova, M.; Torres, A.; Anangisye, William A. L.; Maarman, R. F.; Al-Harthi, Hamood K.; Thongthew, S.
    The aim of this research was to determine what comparative education students expect from comparative education courses. Students from nine countries in North America, Europe, Asia, Africa and Latin America were surveyed. These countries were the United States of America, Ireland, Greece, Bulgaria, Oman, Thailand, Tanzania, South Africa and Cuba. The results showed startling differences regarding students’ perceptions of and motivations for studying comparative education. Their diverse motivations, the study concludes, are linked to contextual factors. In conclusion the implications of these findings for comparative education course curricula, for the conceptualization of the significance of comparative education, and for the comparative education research agenda are highlighted.